Progress 



IN 



ols of Dayton 



1914 



lRCH 




The Bureau o 
is a non-politic 
supported by the 
tions of citizens, 
give the public ace 
relative to the co 
^ment; and co 
the intr 
of condu' 








D. Frank Ga r Ian 
Miss A. L Di 
L. D. Upson, 






'It -i 



OVER-AGE AND PROGRESS 

-»_.-...==.-.=.^-.=— =--.==- IN THE 

Public Schools of Dayton 

1913 - 1914 



REPORT BY THE 

BUREAU OF MUNICIPAL RESEARCH 

DAYTON. OHIO 

October. 1914 






V 



A 



«> »& W ^^.1 — \^^ 



KOV !2 iSi4 



FOREWORD 



AT THE request of Superintendent E. J. Brown of 
the Dayton schools, the Bureau of Municipal Re- 
search has made a second study of "Over-age and 
Progress." Owing to the closing of the schools during 
the year 1912-13 when the first investigation was made, 
it is felt that this year reflects more normal conditions. 

As was stated in the previous report, the findings and 
recommendations are based solely upon detailed infor- 
mation furnished for this study and reveal existing con- 
ditions only, indicating, however, where further inten- 
sive investigation should be made. The supporting sta- 
tistics have not been published, but have been supplied 
to the Board of Education, 

The tabulation of material, and the writing of the 
entire report was done by Mr. Arch M. Mandel, assisted 
by Miss A. Irene Dilks and Mrs. Paul Illman, of the 
Bureau staff. 

The Board of Education is to be commended upon 
the progressive measures undertaken in the past year, — 
the installation of over-age classes; a co-operative sys- 
tem of industrial training; and a visiting nurse for follow- 
ing up medical inspection. These innovations will give 
material aid in solving some of the more serious educa- 
tional problems. 



4 Dayton Btireau of Mumdpal Research 

SUMMARY OF FINDINGS 

Late entrance to school is responsible for the greater part of the over-age 
in Grade I., and creates a group of pupils which lays the foundation for 
the increasing over-age in subsequent grades. From permanent indi- 
vidual records, those pupils owing their over-age to late entrance could 
be determined 

Over-age decreases after Grade V., because the over-age pupils, at this 
time, tend to drop out 

Pupils two and three years over-age for their grades are deprived of a 
complete elementary school education because they drop out before the 
end of the course is reached 

Annual promotions and the custom of enrolling children but once a year 
tend to increase the number of pupils entering Grade I. at a late age 

The comparatively large number of 6-year-old pupils dropping out of 
school is another factor increasing over-age in Grade I. These pupils 
re-enter school at a later period and are then over-age for the grade 

Excessive absence and large classes are the important causes of the 
low rate of promotion in Grade I. The number of promotions are re- 
duced considerably by irregular attendance 

The rate of promotion among the over-age pupils is less than that found 
among either of the other two groups of children. The contemplated 
special classes should aid materially in remedying this condition 

Eight hundred and eleven pupils this year were found to be in their 
grades two years — the result of one non-promotion. Under a system of 
semi-annual promotions these children could have been saved one-half 
year each 

Judging from the fact that every sixth child is absent more than 50 half 
days out of the school year, and from the number of younger children 
dropping out for such causes as indifference, the truancy methods are 
either ineffective or inadequate 

In the four upper grades of the Patterson School where promotions occur 
semi-annually, the conditions of over-age, progress and promotions are 
more favorable than in the four upper grades of the other schools 

The consistently favorable showing made by such schools as the Van 
Cleve and Longfellow indicates that the school course as it is now con- 
stituted, seems adapted to the needs of a standard type of child. Normal 
conditions in each school vary inversely as the number of standard type 
of children 



Over-Age and Progress 5 

SUMMARY OF RECOMMENDATIONS 

An effort should be made to have children enrolled in school at the sixth 
birthday or as soon after as possible 

Entrance to the schools in February should be encouraged 

Cases of absence and dropping out in Grade I. should be given special 
attention 

Classes in Grade I. should be reduced in size so that progress of pupils 
may be facilitated 

Parents should be encouraged to send children under six to the kinder- 
garten. This will insure their entrance to Grade I. at six and will also 
tend to familiarize the children with school methods 

Permanent record cards should be installed in all schools 

Co-operation should be established between the schools and social agen- 
cies of the city, in order that the effect of unfavorable home and neigh- 
borhood conditions upon the work of the child in school may be mini- 
mized 

Some person should be delegated to interpret principals* reports and 
make investigations of any problems they may present 

Intensive studies should also be made to determine the fundamental 
causes underlying the wide variations among the schools in the degree 
of over-age, non-promotion, absence and dropping out of pupils. Pro- 
vision should be made to meet the special conditions. Such studies in 
some cities is the work of a definite bureau of reference within the school 
system 



In connection with the first recommendation, it should be stated 
that a child does not come under the provisions of the compulsory educa- 
tion laws until it is eight years of age. The laws should be amended to 
include children six years old 

It is suggested (if not already in progress) that a movement be 
started for an inter-city transfer system. Notification of the arrival of a 
child in a city will facilitate its prompt enrollment in the schools. Also 
full knowledge of a new pupil's characteristics would aid materially in 
placing a child where its needs will be met adequately 



6 Dayton Bureau of Municipal Research 

AGE-GRADE STANDARD 

Under the Ohio compulsory education law, children physically and 
mentally sound, between the age limits of eight and fifteen for males 
and eight and sixteen for females, must attend school. It is, however, 
recognized that the elementary school course should for practical reasons 
commence at six years of age. 

Accordingly the following age-grade standards have been adopted 
for this study: 

Age Limit Age Limit 

Grade For Entering For Completing 

First 6 to 7 years 7 to 8 years 

Second 7 to 8 " 8 to 9 

Third ^— 8 to 9 " 9 to 10 

Fourth 9 to 10 " 10 to 11 

Fifth 10 to 11 " 11 to 12 

Sixth 11 to 12 " 12 to 13 

Seventh 12 to 13 " 13 to 14 

Eighth 13 to 14 " 14 to 15 

The ages were taken as of September Ist^ 1913. Based upon the 
above limits for entering and completing a grade, the relation of the age 
of a child to the grade is determined. 

In strict accord with this standard for beginning the school course, 
a child should enter at six years of age and complete the eight-year 
course at fourteen. Obviously, it is impossible to have a condition where 
the beginning of a term will coincide with the child's sixth birthday, and 
so permit of entrance to school on that date ; but it is practicable for every 
child to enter Grade I. between its sixth and seventh birthdays, and to 
complete the grade between its seventh and eighth birthdays. The sec- 
ond grade would then be entered between seven and eight and com- 
pleted between eight and nine and the eighth grade would be com- 
menced between thirteen and fourteen and completed between fourteen 
and fifteen. 

With semi-annual promotions the age limit for completing the ele- 
mentary school can be reduced from fifteen to fourteen and one-half 
years, for under this system the age limit for entering the first half year 
of Grade I. is 6%, making it possible to complete Grade I. between 7 and 
7%. Grade II. would be entered between 7 and 7^4 and completed be- 
tween 8 and 8J/^ and Grade VIII. would be commenced between 13 and 
13J4 and completed between 14 and 14^/^. However, since Dayton is 
operating under the system of annual promotions, 15 years is considered 
as the age limit for completing the elementary school. 



Over-Age and Progress 7 

DETAILED REPORT OF FINDINGS 

ENROLLMENT 

In 1913-14 the total net enrollment in the regular grades of the Day- 
ton elementary schools was 13;,439 pupils. This discussion of over-age, 
progress and promotion in the grades, deals with 13^,082 children — the 
357 pupils in the four upper grades of the Patterson school having been 
given separate consideration. In the findings for the schools, these four 
grades are included. 

Two facts in the enrollment bring out the purposes and significance 
of an over-age study. They are, — ^first, that Grade VIII. has 1,050 pupils, 
second, that Grade I. in 1905-6, which is the eighth grade considered in 
this report, in its eight year progress thru the school course lost 574 pu- 
pils or 35 out of every hundred children who originally entered the grade 
in 1905-6. This statement should be qualified by noting that some of the 
children in Grade I. in 1905-6 were held over from the year before and 
should be considered with those beginning the year before in any esti- 
mate of dropping out. However, the fact remains, whether due to non- 
promotion or dropping out, that there are 574 less pupils in the grade at 
the end of its school course than there were at the beginning. It must 
also be remembered that in the floating population, the composition of 
any class would change materially in eight years, and that in a growing 
city like Dayton, the dropping out would tend to be neutralized by the 
increase in the population. 

Why this "Educational Fadeaway"? 

The ultimate problem is to find a definite and accurate answer to 
this question. To furnish a clue to the solution of this problem is the 
object of the present study. 

OVER-AGE 

Of the 13,082 children under consideration, 936 or 7 out of every 
hundred children are found to be younger than the normal age for their 
grades; 5,643 or 43 out of every hundred are of normal age and 6,503 or 
50 out of every hundred children are older than the normal age for the 
grade. 

Lacking a basis for comparison with other cities it cannot be stated 
definitely that this condition in Dayton is exceptional, but certainly it is 
not a desirable state of affairs to have 13 out of every hundred pupils 
from one to two years older than normal for their grades, 6 out of every 
hundred from two to three years and 3 out of every hundred over three 
years above the normal age for their grades. 

Should all these pupils, mentioned above remain to complete the 
whole school course, they will be from sixteen to eighteen years old at 
the time of graduation, provided they make normal progress. Facts 



8 



Dai/ton Burea/u of Municipal Research 



O 

Q 



•4 
•4 



I 




^ 


V5 


St^ 






N. 


Ul 


^ 


o> 


^ 


Ui 


^ 


^ 




h 


^ 






Uj 


Ul 


uj 


V> 


r 


Cl 


«c 




«^ 


ct; 


k 


15 



I 



f 




I 







t 

o 



Over Age and Progress 9 



indicate, however, that these over-age pupils drop out before reaching 
Grade VIII. and are therefore deprived of a complete common school 
education. 

In 1912-13, 42% of the pupils were older than normal for the grade 
and this year 50% are above the normal age — an increase of but little 
less than 20%. This year, as was the case in 1913, over-age is at a mini- 
mum, 36%, in Grade I. and reaches the maximum, 61%, in Grade V., 
after which time the over-age children tend to drop out, reducing the per- 
centage of these pupils in the three upper grades. 

Working upon the theory that conditions for the various years are 
approximately similar^ the high rate of over-age in Grade V. does not 
seem extraordinary, but is an inevitable outcome of conditions existing 
in Grade I. 

An analysis of the figures for the latter grade shows that of the 36% 
over-age founds 21% was due to late entrance to school; the other 
15% were holdovers from 1912-13, but even of this 15%, one- third owe 
their over-age primarily to the fact that they came into the grade older 
than the normal age at the time of entrance. 

Employing as our basis the 2,006 children who entered Grade I. dur- 
ing 1913-14, (i. e. excluding "holdovers") instead of 2,406, the total num- 
ber of children in Grade I., we find that approximately 26% or one out of 
every four of the new pupils in Grade I. were over-age when they en- 
tered. Stated in another way, it means that 518 pupils in 1913-14 com- 
menced their school course above the normal age, and even with normal 
progress could never be of normal age for any grade during their entire 
course. 

With this amount of over-age as a nucleus, to which holdovers will 
of necessity be added from year to year, naturally the amount of over- 
age becomes excessive by the time the class reaches the upper grades. 

Another cause contributing appreciably to over-age is the retarda- 
tion of pupils. This is especially true for Grade I. where 12% or one out 
of every eight children failed of promotion and 17% or every sixth child 
was a repeater. Why such is the case is discussed under "Promotion and 
Non-Promotion." Pertinent to this question is the fact that in this grade 
is found also the highest rate, 35%, for classes having more than 50 pu- 
pils, and the lowest rate for classes having less than 40 pupils. 

A third factor to be considered in this problem is the dropping out 
of pupils. Studying the causes of dropping out by ages, we find that of 
the 6-year-old children in school this year, 46 dropped out because of 
illness in the family, 42 because of physical defects and 21 because of 
indifference. These children were in the first grade, and with the excep- 
tion of those having permanent physical defects will probably return to 
school, to re-enter Grade I. when they will be seven years of age and 
older than normal for the grade. 

From the foregoing it becomes apparent that if conditions are rem- 
edied at the very beginning of the school course, over-age may be re- 
duced materially. To this end it seems advisable — 



10 Dayton Bureau of Municipal Research 

That an effort be made to have children enrolled in school upon 
reaching the age of 6 . 

That parents be persuaded to enter their children in February 
and not wait until the following September, thereby losing 
one-half year 

That measures be taken to increase promotion in Grade I.: by 
reducing the size of the classes in this grade, by giving spe- 
cial attention to pupils who do enter at a late age so that 
rapid progress may be made by them 

That the dropping out in Grade I. be given marked attention to 
eliminate such causes as indifference ; to follow up physical 
defects and to secure at the earliest date, the return of chil- 
dren at home on account of illness in the family 

The tabulations show that the greatest amount of over-age is found 
in Grades IV. and V., and that the heaviest dropping out occurs after 
Grade V. from among the over-age pupils. With these facts as evidence, 
it may be affirmed that prevention of over-age in the lower grades would 
result in a longer school course for the children who are from two to 
three and more than three years above the normal age for the grade and 
who drop out from Grades V., VI., VII. 

PROGRESS 

As was the case in 1913, the largest number and highest percentage 
of repeaters are in Grade I., where 17 out of every hundred have been in 
the grade over a year. With the exception of the sudden drop in Grade 
II. to 6%, the number of repeaters decrease gradually from 9 in every 
hundred children in Grade III. to 1 in every hundred in Grade VIII. 
This decrease in the upper grades is evidence of the fact that the habitual 
repeaters drop out as the higher grades are reached. 

Of the slowly progressing pupils 811 or 75% were in the grade two 
years — the result of one non-promotion. Under a system of semi-annual 
promotions these children could have been saved at least one-half year 
each. 

PROMOTION AND NON-PROMOTION 

Again Grade I. comes to the front with its 76% of promotions, the 
lowest to be found in any of the grades, and 12% of non-promotion, the 
highest for any of the grades. Grade VIII., on the other hand, has the 
highest promotion rate, 92%, and the lowest of non-promotion, 1%. 

It is interesting to note that similar conditions existed last year. 
Grade I. had a promotion rate of 75% and Grade VIII. one of 91%. Both 
years show a sudden rise in Grade II., then a decrease to Grade V., where 
with the exception of Grade I. the lowest rates are found. 



Grade II. 


Grade V. 


Grade VIII. 


89% 


84% 


91% 


88% 


82% 


92% 



Over-Age and Progress 11 

PROMOTION RATE 

Grade I. 

1912-13 75% 

1913-14 76% 

It seems that the cumulative affect of over-age and slow progress is 
reached in Grade V., after which the dropping out of the so-called back- 
ward pupils leaves a residue of children in Grade VIII. who are normal 
in age and ability. It is not surprising, therefore, to find that only one 
out of every hundred pupils in Grade VIII. failed of promotion both in 
1913 and 1914. It appears to be a case of the survival of the fittest. 

On the other hand the low rate of promotion and correspondingly 
high rate of non-promotion in Grade I. is a matter demanding special 
consideration. It is here that a foundation for the over-age of the upper 
grades is laid, and it is the results at this time which decide in a large 
measure how many children will complete the elementary school course. 

To which of the three standard causes for non-promotion in Grade I. 
is the local condition due? Is it due to the fact that the child because 
of its age and unfamiliarity with educational processes cannot learn 
readily; or that not sufficient attention can be given the individual, be- 
cause of large sized classes? Or is it due to irregular attendance? 

An analysis of promotions according to the age groups shows that 
in Grade VIII. among the children who are below the normal age for 
the grade, 96 out of every 100 were promoted and in the normal group 
97 out of every 100 pupils were promoted — ^from which fact it may be 
inferred that thirteen years, the normal age for entering this grade is a 
practicable standard. Working down the scale to Grade I. we may as- 
sume that six years is a proper standard for this grade. It seems, there- 
fore, reasonable to expect for Grade I. that more than 75 out of every 
hundred normal aged pupils should be promoted, and assuredly more 
than 79 out of every hundred children in the older than normal group, as 
is the case now. 

Additional support to the fact that immaturity is practically a neg- 
ligible factor in non-promotion is furnished by calculating the promotion 
rate without considering the "younger than normal" group. When 
these pupils — 182 in number, are eliminated and the 2,224 normal and 
"older than normal" children are used as a basis, it is found that the pro- 
motion rate for Grade I. becomes 76.57%. The rate including all age 
groups is 76.1% — .47 less than for the normal and older than normal 
groups alone. Immature children may therefore be credited with re- 
ducing the promotion rate of Grade I. by less than %%. 

Absence of pupils and oversized classes, on the contrary play a con- 
siderable part in reducing the promotion rate of pupils. Of the children 
attending regularly in Grade I., 82 out of every hundred are promoted, 
while among the pupils who are absent more than 50 half days only 60 
out of every hundred are advanced. Elimination of the latter group 



12 Dayton Bureau of Municipal Research 

Perce NT Aae. of Pupils Accoroing 
TO AsrE Group in bach Schoou 




^i^OEK N^mrtHi. R^c 



^ /HCttM^i. »G(€ 



overt AfoftmAt/iael 



Over-Age and Progress 13 

would raise the promotion rate of Grade I. from 76% which it now is to 
82% — showing that at least 6 children out of every hundred fail because 
of excessive absence. 

A study of the promotion rates in the different sized classes reveals 
the fact that in classes containing less than 40 pupils, 85 out of every 
hundred children are promoted, in classes having from 40 to 50 pupils, 
76 out of every hundred are promoted and in classes of over 50 pupils, 73 
out of every hundred are promoted, — 12 less advanced out of every hun- 
dred children in these large sized classes than in classes having less than 
40 pupils. 

NATURE OF FAILURES 

With the exception of Grades I. and II. mathematics is the chief 
cause of failure among pupils. In the first grade 98 out of every hun- 
dred failures occur in language. In the Edison school, the failure of 23 
Hungarian children in Grade I. was due to unfamiliarity with the Eng- 
lish language. Six of these children in all other respects were ready 

for Grade III. 

For all the grades combined^ out of every 100 failures, language con- 
stitutes 38, mathematics 43 and the informational subjects 19. 

DROPPING OUT 

From September 1913, to June 1914, 1,057 pupils (including Pat- 
terson School) or approximately 8% of the total net enrollment dropped 
out of the Dayton elementary schools. These children did not re-enter 
any other school during this time. 

Of this 1,057, 75% dropped out in the first five grades, 63% in the 
first four grades. Grade V. which appears to be the crucial point in the 
school course contributed 12% of the total. 

A study of the principals' reports to the superintendent, giving the 
causes for this dropping out^ shows the following: 

Physical Defects 138 

Illness in Family 106 

To Go to Work 82 

Indifference 51 

Financial Condition at Home 23 

Mental Incapacity 14 

Refusing Vaccination 12 

In addition to these the report shows 1,067 children who left the city 
— a great number of whom probably re-entered other schools and are not 
therefore here considered as having dropped out. 

An analysis of these causes according to the ages of the children 
shows that exclusive of those going to work and of those kept out on ac- 
count of the financial condition of the family, the dropping out is heavier 



14 Dayton Bureau of Municipal Research 

at the age of six than at any other time. The children at this age make 
up 43% of those dropped out on account of illness in the family; 30% of 
the children who dropped out on account of physical defects; 71% of 
those dropping out on account of mental defects, and 40% of the pupils 
whose dropping out was due to indifference. 

As stated under the discussion of over-age these children returning 
to school to re-enter Grade I., contribute to the over-age problem in that 
grade and lay the basis for over-age in subsequent grades. It becomes 
evident, therefore, that while careful study should be made of all chil- 
dren dropping out, special attention be given to those in Grade I. Thor- 
ough investigation of each case should be made to determine: 

Whether illness in a family necessitates keeping a child out of 
school the remainder of the year 

Whether the physical defects are being given proper attention 
by the parents in order to allow the child to continue with 
its studies 

What is being done, or what can be done, for a child mentally 
deficient 

Why a child especially one of six or seven is indifferent in its 
attitude towards the classroom. Is it the fault of the school 
or the child? A normal child under proper conditions, it 
seems, should be interested in attending school, — for the 
company of other children if for no other reason 

There seems to be no way out of the dilemna which causes children 
refusing vaccination to drop out of school. They are not permitted to 
attend school unless duly vaccinated, yet these children cannot easily 
be compelled to submit to vaccination. 

ABSENCES 

An absence of 50 half days for the whole school year was decided 
upon as a sufficient length of time to affect the promotion of a pupil. 
Over 15% of the net enrollment or 2,036 pupils were absent more than 50 
half days or over one school month. 

This finding becomes significant when notice is taken of the fact that 
for all grades combined — out of every hundred children absent more than 
50 half days, only 67 were promoted; 18 failed of promotion and 15 drop- 
ped out, while among those absent less than 50 half days, 87 were pro- 
moted, 6 failed and 7 dropped out. The most marked difference between 
these two classes of pupils is found in Grade VIII., where 65 out of every 
hundred pupils absent more than 50 half days were promoted and 34 
dropped out, while among the more regular attendants, 94 out of every 
100 were promoted and 5 dropped out. 

In Grade I. it was found that 25% of the pupils or one out of every 
four were absent more than 50 half days, the highest rate for any of the 
grades. 



Over-Age and Progress 15 

Since it is important at this stage of the school course to eliminate, 
as far as possible,, all elements which in any way might contribute to 
slow progress, Grade I. should be given marked attention in this matter 
of absences. 

As the higher grades are reached the percentage of pupils absent 
more than 50 half days decreases, until it reaches its lowest point in 
Grade VIII., where only one out of every eleven pupils shows this exces- 
sive absence. 

SIZE OF CLASSES 

An arbitrary standard dividing the classes into three sizes — those 
containing less than 40 pupils, those having from 40 to 50 and a third 
having over 50 pupils — brings out the fact that the greatest percentage 
of the large sized classes is found in Grade I. and the smallest percentage 
of those classes in Grade VIII. 

In Grade I. 35% of the classes contain over 50 pupils and 77% con- 
tain over 40 pupils, while in Grades VI., VII., VIII., 41%, 40% and 35% 
respectively, of the classes have more than 40 pupils. 

All the data tabulated for this study bears evidence against the ef- 
ficiency of such conditions. Grade I., made up as it is of pupils unfamiliar 
with school work^ having the lowest rate of promotion, the highest rate 
of elimination and the greatest percentage of absentees and indifferent 
pupils, calls for an arrangement which will make it possible for children 
in this grade to receive the maximum of individual attention. This be- 
ing obviously impossible with large sized classes, it is suggested that for 
this grade the classes be made smaller or that assistants be employed in 
all the large classes. 

AGE AT GRADUATION 

According to the age-grade standard employed in this study, 13 to 
14 years is the normal age for entering Grade VIII. and from 14 to 15 
years is the normal age for the completion of the grade. On this basis, 
out of the 873 pupils graduating, 500 or 57% completed the elementary 
school course at or before the normal age and 373 or 43% were older than 
the normal age at the time of graduation. 

Of the 59 graduating from the Patterson school, 21 or 36% were of 
normal age or under and 64% were above the normal age. 

In themselves the above figures do not reflect the efficiency or inef- 
ficiency of the school system. They merely show that so many pupils 
graduated this year and that of this number a certain proportion were 
older than normal, — that in spite of this latter fact these children re- 
mained to complete the elementary school course. 

But what percentage of the originzd entrants to this class eight years 
ago does the present graduating class represent? 

How many dropped out before reaching the eighth grade? How 
old were these "over normal age" pupils when they entered school? 
How many years were required by them to complete their elementary 
education? 



16 



Dayton Bureau of Municipal Research 



The answers to these questions would provide a basis for judging 
the efficiency of the schools, but such information could be derived from 
individual record cards only. A card is made out for each pupil upon 
entering school and follows him throughout the school course. Such 
permanent record cards would be a valuable addition to present school 
methods. 

AGE VARIATION 

One of the results of over-age, non-promotion and late entrance to 
school makes itself evident in the great variation in age to be found 
among children in the same grade. Pupils whose ages vary as much as 
ten years find themselves in the same grades and in the same classes re- 
ceiving the same instruction. 

In Grade I. the difference in ages between the youngest and oldest 
children is ten years ; in Grades III. and IV. it is eight years, in Grades 
II. and v., nine years and in the three upper grades we find a range of 
six years. 

Under such conditions it is impossible to do effective work for all 
the children — the interests of some must be sacrificed. 

The classes for over-age children to be started next September 
should do much towards remedying these conditions. 

PATTERSON SCHOOL 

Because of the fact that promotions occur semi-annually in the four 
upper grades of the Patterson school, it was thought advisable to make 
separate tabulations for these grades. A percentage comparison with the 
results found in the four upper grades of the other schools follows : 



OVER-AGE 

Younger than 

4 Upper Grades Normal Normal 

Patterson School 24% 26% 

Other Schools 9% 35% 

PROGRESS 

Less Than Normal 
4 Upper Grades Time in Grade Normal 

Patterson School 98% 

Other Schools 3% 92% 



Older tiian 
Normal 
50% 
56% 



Longer Than 
Normal Time 



2% 
5% 



PROMOTION AND NON-PROMOTION 



4 Upper Grades Promotion 

Patterson School 87% 

Other Schools 86% 



Non-Promotion 

8% 
6% 



Dropping 
Out 

5% 
8% 



Over-Age and Progress 17 

Rromotion Rate: in each School 

yo% ZqVo so% /aa % 




yi% si% ^o%^o% 



18 Dayton Bureau of Municipal Research 

FINDINGS BY SCHOOLS 

A study of the data discloses the great variations existing among the 
schools in the degree of over-age, progress, promotion and nature of fail- 
ures. 

Over-age ranges from 27% in the Van Cleve school to 62% in the 
Webster school; of children in the grade longer than the normal time 
the rate goes from 2% in the Van Cleve to 17% in the Webster; non- 
promotion from 2% in the Van Cleve to 15% in the Edison, the Webster 
having 14% of non-promotions. 

Does the reason for this wide difference lie entirely within the 
schools? To what extent is the pupil's environment outside of the school 
responsible? 

In an effort to learn what relation may exist between school prob- 
lems and home conditions a study w^as made of the records of the Asso- 
ciated Charities. It was found that out of 227 families which this associa- 
tion had under observation for periods ranging from one to nine months 
during the last school year, the distribution of families among the school 
districts was as follows: Webster, 32; Washington, 28; Emerson, 24; 
Allen and Garfield, 17; Willard, 16; Weaver, 15; Edison, 14; Central, 12; 
Huffman^ 11; Irving, 10; Hawthorne, 8; Longfellow and Ruskin, 4; 
Patterson, 3; McKinley, Van Cleve, Harrison and Schiller, 2; Jackson, 1. 
These families had children attending the public schools or children of 
school age who should have been in school. 

No attempt is made here to draw definite conclusions from this 
meagre family study, but the detailed findings following may suggest 
lines of investigation which will disclose some fundamental causes of 
over-age, non-promotion and irregular attendance. 

In these 227 families, while under observation, were found 556 chil- 
dren of school age, 472 of whom attended school. Of the 84 not attend- 
ing school, 30 had dropped out, 20 going to work. 

The greater number of these families, 161, came from the following 
eight school districts — Webster, Washington, Emerson, Allen, Garfield, 
Willard, Weaver and Edison. These eight districts contained 56 of the 
84 children who were not attending school; 164 out of the 216 children 
having poor attendance ; 64 of the 89 children absent on account of per- 
sonal illness; 35 out of the 54 attending irregularly on account of par- 
ental indifference, and 180 out of 228, showing poor attendance due to 
"social maladjustment." The latter includes a complication of primary 
causes such as intemperance, shiftlessness^ and non-employment on the 
part of the parents, of which, in 89 cases, the secondary cause was found 
to be the lack of proper clothing for the children. 

According to the tabulations it is found that the eight above men- 
tioned schools appear at or near the head of the list in the matter of over- 
age, non-promotion, slow progress and absences of pupils. It is true 
that other schools, among them the Harrison, Jackson and McKinley, 
also make an unfavorable showing; but taking the Associated Charities* 



Over-Age and Progress 19 

records as a basis, the evidence is sufficiently strong to indicate, at least, 
that home environment is responsible for a greater measure of the prob- 
lems in these eight schools than in any of the others ; that in these eight 
districts are to be found more parents who are indifferent to the educa- 
tional welfare of the children, and more children who are deprived of the 
full benefits of the schools because of social maladjustment. 

What is being done in the schools to offset the handicap of unfavor- 
able home conditions? 

What measures are being taken to bring these children to school and 
to keep them there? 

As each school has its own problems to meet no panacea can be ap- 
plied; but in schools where the difficulty seems to be the indifference of 
the parents, it is suggested that a closer relationship be established be- 
tween the teacher and parent and that the co-operation of the social 
agencies, whose aid may be of value in remedying home conditions, be 
enlisted. 

Suggestions of possible benefits to be derived from working hand in 
hand with such agencies, may be gained from the following specific 
cases found in the records of the Associated Charities: 

A girl of 12 was out of school for two years because of the 
refusal of the parents to have the child vaccinated. The 
case was brought to the attention of a social agency on 
February 12, 1914. After one week's work with the mother, 
by a tactful visitor, the child was vaccinated and entered 
school. 

Might not the co-operation between home, social agency 
and school have prevented this two years' loss of school 
work? Or might not a tactful school nurse be of service in 
such cases? 



One boy was out of school three years because it was neces- 
sary that he care for his blind mother. 

Another boy was irregular in attendance because he was 
needed at home to care for the baby while the mother was 
at work. 

Earnest and efficient co-operation between school and social 
agency might have devised a plan whereby the mothers 
could have been cared for and the children returned to 
school. 



A family with three children of school age arrived in Day- 
ton in October 1913. The children did not enter school un- 
til February 1914. 



20 Dayton Bureau of Municipal Research 

A second family with a girl of 14 came to Dayton, Decem- 
ber 6, 1913. Until the family left the city in June 1914, the 
girl was not in school but worked in a factory. 

Would not more emphasis upon getting in to school, chil- 
dren coming from another city, prevent recurrences of the 
above instances? 

Compared to conditions in 1913, seventeen of the twenty- two schools 
show an increase in over-age, the most notable being in the Irving and 
Harrison schools. In the former the proportion of over-age last year 
was 37 out of every hundred pupils; in 1914 it jumped to 59 out of every 
hundred, an increase of 66.5% ; in the Harrison school 42 out of every 
hundred pupils were over-age in 1913, and in 1914, 60 out of every hun- 
dred, an increase of 43%. 

Promotion rates decreased in fourteen of the twenty-two schools, the 
greatest decrease occurring in the Harrison, where in 1913 95 out of 
every hundred pupils were promoted, and in 1914 only 77 out of every 
hundred were advanced. The Harrison also shows the heaviest increase 
in the dropping out of pupils. Last year 1 out of every hundred dropped 
out of school, whereas this year 1 out of every nine pupils dropped. The 
Central and the Webster schools show notable decreases in this regard. 
In the former dropping out was cut in two, in the latter from 18 out of a 
hundred to 5 out of a hundred. 

Fundamental causes for these increases and decreases and wide 
variations among schools must be determined from intensive studies in 
each school. It seems plainly evident, that the school course as planned 
now, is better adapted to such schools as the Van Cleve and Longfellow 
where conditions in over-age, promotions, etc., are consistently favor- 
able ; what modifications, adjustments, and remedial measures are neces- 
sary to meet the unusual conditions cannot be learned except thru such 
an investigation of each school. 



LIBRARY OF CONGRESS 



021 285 518 2 



P- P-^ 
(30 p. 



icxit.pi 



(30 p. 


p._« 


00) 




,000) 


■m 




■^M 


lyton. 


(Spfl 



lent. 



Eon Schools. (^ 





ition. (foldcsri 






■ V 



